Education for Environmental Citizenship 1 st European Training School - - PowerPoint PPT Presentation

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1st European Training School Lisbon, Portugal 24-25 Oct 2018

Pedagogical Approaches on the Education for Environmental Citizenship

Action Chair Dr Andreas Hadjichambis, CYCERE, Cyprus

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CONTENT

• A. Welcome
• B. ENEC in glance
• Our Consortium
• ENEC Organisational Structure and Objectives
• Main Deliverables
• C. Introduction to the Education for Environmental

Citizenship (EEC)

• The ecological niche of EEC
• EEC’s definition and Model
• Pedagogical approaches of EEC

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• B. ENEC IN GLANCE

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• B. OUR CONSORTIUM
• Kick of Meeting in Brussels, 27-10-2007
• Our Consortium today
• New Countries

Coordinated by: Action Chair Dr Andreas Hadjichambis, CYCERE, Cyprus

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Kick of Meeting in Brussels

http://enec-cost.eu/events/kick-off-meeting-brussels/?preview=true

 40 MC Members  26 Countries

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Our Consortium today

• 36 Countries (4 new)
• 33 European Countries
• Israel (Cooperative Country)
• USA (IPC)
• AUSTRALIA (IPC)
• 64 MC Members (10 new)
• 50 MC Substitutes (11new)
• 2 MC Observer (USA,

AUSTRALIA)

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New Countries

• Turkey
• Slovenia
• Estonia
• AUSTRALIA

(IPC)

Near Neighbour Countries

• Ukraine (UA)

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Role and Structure of ENEC Committees and Boards

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Role and Structure of ENEC Working Groups

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Work Flow of ENEC

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Objectives

Research Coordination Objectives (RCO) Capacity-building

• bjectives

(CBO)

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RESEARCH COORDINATION OBJECTIVES

• Initiate collaborations and expand previously established

collaborations on Environmental Citizenship across Europe. (RCO1)

• Development of common understanding/definition of Environmental

Citizenship by conceptualizing and framing Environmental

• Citizenship. (RCO2)
• Development of new research paradigms and metrics for

assessing Environmental Citizenship. (RCO3)

• Identify research gaps and future research needs, priorities

and perspectives in Environmental Citizenship which require European/ international coordination and transnational

• collaborations. (RCO4)
• Propose policy measures and recommendations

needed for the promotion of Environmental Citizenship. (RCO5)

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Indices to measure the achievement of the Research Coordination Objectives

• The number of partners and professional diversity will indicate the

achievement of the RCO1.

• The number of publications, reports and policy documents related to the

concept and dimensions of Environmental Citizenship will measure the achievement of the RCO2.

• The number of publications, reports and policy documents related to the

assessment of Environmental Citizenship will measure the achievement of the RCO3.

• The number of reviewed publications, reports and policy documents related

to research needs, gaps and priorities in the field will measure the achievement of the RCO4.

• The number of dissemination documents regarding the policy measures and

recommendations will serve as a measure of the achievement of the RCO5.

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CAPACITY-BUILDING OBJECTIVES

• Bridging separate fields of science to achieve breakthroughs in

Environmental Citizenship that require multi-national and multi-disciplinary

• research. (CBO1)
• Fostering knowledge exchange on different macro- and micro- level

dimensions of formal and non-formal education that could lead to Environmental Citizenship. (CBO2)

• Acting as a stakeholder platform for knowledge exchange and

mapping expertise and also developing a depository database of scientific measures and evidence based interventions that target Environmental Citizenship. (CBO3)

• Involving specific target groups such as Early Career

Investigators (ECI) and research teams from COST Inclusiveness Target Country (ITC). (CBO4)

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Indices to measure the achievement of the Capacity- Building Objectives

• The number of multi-national and multi-disciplinary partners will

indicate the achievement of the CBO1.

• The number of publications, reports and policy documents which

referred to formal and non-formal dimensions leading to Environmental Citizenship will measure the achievement of the CBO2.

• The number of platform users database entries and best educational

practices are a measure of the achievement of the objective CBO3.

• The number of Early Career Investigators (ECI) and the number of

research teams from COST Inclusiveness Target Country (ITC) which will participate in the Action are a measure of the achievement of the CBO4.

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EEC and other other types of education

(EE, ESD, SE, CE)

EE ESD SE CE Education for Environmental Citizenship Environmental Education Education for Sustainable Development Science Education Citizenship Education

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Final Results on EU Level

167 Experts 28 European Countries

3.4 3.8 2.4 3.4

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Environmental Education (EE) Education for Sustainable Development (ESD) Science Education (SE) Citizenship Education (CE)

Ecological Niche of Education for Environmental Citizenship

An ecological niche is the role and position a species has in its environment

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Environmental Citizenship never was at the heart of our education

Still remains a lively disagreement about the aims of environmental education that may lead to conflicting goals and outcomes (Schild, 2016)

• Despite this clear charge to build a citizenry capable and motivated to work toward

better environmental outcomes, both the definition of environmental education and its intended outcomes have been contested and debated for several decades Disinger, 1997; Fien, 2000; Fraser, Gupta, & Krasny, 2014; Huckle, 1993; Jickling & Spork, 1998).

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environmental advocacy reasoned problem-solving prescriptive behaviour change sound science education environmental citizenship

Environmental Citizenship never was at the heart of our education

Fraser et al. (2014, p. 1) note, ―Recently, highly charged critiques from those outside and within EE have fomented debate about EE, challenging whether the field is implicit environmental advocacy or reasoned problem-solving, prescriptive behaviour change or sound science education, democratic decision-making or critical thinking about social transformation.‖

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Debate between EE and Citizenship

• According to Jacobi (2005) EE should be placed in a broader context,

namely education for citizenship and understood as a practice that is decisive in the consolidation of citizen-subjects (p. 243).

• According to Loureiro (2011) EE is a constituent part of

social/environmental movement …and the process of constructing planetary citizenship or ecocitizenship is consider as a new concept .

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Debate between EE and Citizenship

• According to Scott (2011) citizenly engagement should be a priority.
• He concluded that ―the priority must be to engage young people with

ideas about sustainability through imaginative teaching strategies that provide stimulating opportunities for learning, including practice in citizenly engagement – and that everything else has to be secondary to this‖.

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Debate between EE and Citizenship

• According to Dimick (2015) environmental citizenship should be an

educational aim.

• He stated that ―developing students‘ civic capacities and dispositions to

engage as participatory citizens in relation to environmental issues and concerns‖ (p. 390) should be an educational aim of EE.

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Environmental Citizenship

Influential concept in different arenas such as

• Economy
• Policy
• Development studies
• Philosophy
• Organisational Management and Marketing
• Could be… exploited furthermore by Education

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Education for Environmental Citizenship

• Has something new, innovative and unique to deliver
• Could be the basis for a new Educational Theory which

will be developed and promoted by our consortium

• Each one of us here could take the opportunity to

contribute to such inspiring initiative within the framework of our project.

• Be part of the genesis of the Education for

Environmental Citizenship.

Our Approach…

ENEC APPROACH

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INTRODUCTION TO EDUCATION FOR ENVIRONMENTAL CITIZENSHIP (EEC)

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INTRODUCTION TO EEC

• I. Defining “Education for Environmental Citizenship”

Education for Environmental Citizenship” (EEC) is defined as the type of education which cultivates a coherent and adequate body of knowledge as well as the necessary skills, values, attitudes and competences that an environmental citizen should be equipped with in order to be able to act and participate in society as an agent of change in the private and public sphere,

• n a local, national and global scale, through individual and collective

actions, in the direction of solving contemporary environmental problems, preventing the creation of new environmental problems, in achieving sustainability as well as developing a healthy relationship with nature. “Education for Environmental Citizenship” (EEC) is important to empower citizens to exercise their environmental rights and duties, as well as to identify the underlying structural causes of environmental degradation and environmental problems, develop the willingness and the competences for critical and active engagement and civic participation to address those structural causes, acting individually and collectively within democratic means and taking into account the inter- and intra-generational justice (ENEC 2018).

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INTRODUCTION TO EEC

• II. Defining “Environmental Citizenship”

“Environmental Citizenship” is defined as the responsible pro-environmental behaviour of citizens who act and participate in society as agents of change in the private and public sphere, on a local, national and global scale, through individual and collective actions, in the direction of solving contemporary environmental problems, preventing the creation of new environmental problems, achieving sustainability as well as developing a healthy relationship with nature. “Environmental Citizenship” includes the exercise of environmental rights and duties, as well as the identification of the underlying structural causes of environmental degradation and environmental problems, the development of the willingness and the competences for critical and active engagement and civic participation to address those structural causes, acting individually and collectively within democratic means, and taking into account inter- and intra-generational justice (ENEC 2018).

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INTRODUCTION TO EEC

• III. Defining “Environmental Citizen”

“Environmental Citizen” is defined as the citizen who has a coherent and adequate body of knowledge as well as the necessary skills, values, attitudes and competences in order to be able to act and participate in society as an agent of change in the private and public sphere, on a local, national and global scale, through individual and collective actions, in the direction of solving contemporary environmental problems, preventing the creation of new environmental problems, in achieving sustainability as well as developing a healthy relationship with nature. “Environmental Citizen” is the citizen who exercises his/her environmental rights and duties, is able to identify the underlying structural causes of environmental degradation and environmental problems, and has the willingness and the competences for critical and active engagement and civic participation to address those structural causes, acting individually and collectively within democratic means and taking into account inter- and intra-generational justice (ENEC 2018).

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INTRODUCTION TO EEC

• I. Defining “Education for Environmental Citizenship”

Education for Environmental Citizenship” (EEC) is defined as the type of education which cultivates a coherent and adequate body of knowledge as well as the necessary skills, values, attitudes and competences that an environmental citizen should be equipped with in order to be able to act and participate in society as an agent of change in the private and public sphere,

• n a local, national and global scale, through individual and collective

actions, in the direction of solving contemporary environmental problems, preventing the creation of new environmental problems, in achieving sustainability as well as developing a healthy relationship with nature. “Education for Environmental Citizenship” (EEC) is important to empower citizens to exercise their environmental rights and duties, as well as to identify the underlying structural causes of environmental degradation and environmental problems, develop the willingness and the competences for critical and active engagement and civic participation to address those structural causes, acting individually and collectively within democratic means and taking into account the inter- and intra-generational justice (ENEC 2018).

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The EEC Model

According to the definition of the Education for Environmental Citizenship (EEC defined by ENEC (2018) there are 8 main intended outputs of the EEC:

• Preventing environmental problems (new)
• Solving environmental problems (current)
• Exercising environmental rights and duties
• Identifying structural causes of environmental degradation and problems
• Achieving critical and active engagement and civic participation
• Promoting inter- & intra generational justice
• Developing healthy relationship with nature
• Achieving sustainability

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The EEC Model

According to the same definition of the Education for Environmental Citizenship (EEC) defined by ENEC (2018) the intended individual and collective actions should be applied in: a. Private and public spheres

• b. Local, national and global scales

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Environmental Actions’ Classification

Connect and influence decision makers Involvement in local politics Head of a school of thought Organizing a campaign - Lobbying Participate in a protest or demonstration Participation as a member

• f a union, organization,
• rganization, community

Choose as consumer Donate for a project Become Volunteer Support with my presence Vote

How the environmental actions of environmental citizens, can be classified;

Recycle Composting

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EEC‘s Scales

Global Local EEC’s Scales National

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The EEC Model

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THE NEED FOR PEDAGOGICAL APPROACH for Education for Environmental Citizenship

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The pedagogical landscape of EEC

Sustainability and Transformative Sustainability Learning

Source: Sipos, Y.; Battisti, B.; Grimm, K. Achieving transformative sustainability learning: engaging head, hands and heart. Int. J.

• Sustain. High. Educ.

2008, 9, 68–86.

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Source: Sipos, Y.; Battisti, B.; Grimm, K. Achieving transformative sustainability learning: engaging head, hands and heart. Int. J.

• Sustain. High. Educ.

2008, 9, 68–86.

Peers Community Organizations Emancipatory Equity Care for environment Social learning Social justice Authentic real- world problem Traditional resources of knowledge

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Pedagogical Approaches of EEC

The following pedagogies, teaching tools and learning schemes could promote EEC:

• Place based education
• Civic ecology education
• Ecojustice pedagogy
• Environmental Action Competence

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What is Place-based education?

• Place-based education (PBE) immerses students in local environment, heritage, cultures,

landscapes, opportunities and experiences. PBE emphasizes learning through participation in service projects for the local school and/or community.

• Research has shown that well-designed initiatives can:

– PBE boosts students' engagement, academic achievement, and sense

• f personal efficacy as stewards of their local environment and
• community. It also can re-energize teachers.

– PBE forges strong ties between local social and environmental

• rganizations and their constituencies in the schools and community,

which helps to improve quality of life and economic vitality. – Through project-based learning, students make tangible contributions to resolving local environmental issues and conserving local environmental quality. Source: https://promiseofplace.org/what-is-pbe/what-is-place-based-education

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Principles of Successful Place-Based Education

• Learning takes place on-site in the school yard, and in the local community and

environment.

• Learning focuses on local themes, systems, and content.
• Learning is personally relevant to the learner.
• Learning experiences contribute to the community’s vitality and environmental

quality and support the community’s role in fostering global environmental quality.

• Learning is supported by strong and varied partnerships with local organizations,

agencies, businesses, and government.

• Learning is interdisciplinary.
• Learning experiences are tailored to the local audience.
• Learning is grounded in and supports the development of a love for one’s place.
• Local learning serves as the foundation for understanding and participating

appropriately in regional and global issues.

• Place-based education programs are integral to achieving other

institutional goals.

Source: https://promiseofplace.org/what-is-pbe/principles-of-place-based-education

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Positive interactive cycle of accessibility, mobility and engagement with environment leading to environmental change agency (Malone 2012 p. 30, adapted from Chawla 2007, p. 155)

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Civic ecology education

• Civic ecology pedagogy (Tidball & Krasny, 2010), can

provide another one example of how environmental citizenship could be promoted.

• Civic ecology is defined as ―stewardship practices that

integrate social and environmental values within a social— ecological systems framework … where participants act as stewards of their environment through such practices as community gardening, community forestry, and watershed restoration‖ (Tidball & Krasny, 2010, p. 466).

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Ecojustice pedagogy

• Calls for time spent in ―out-of- classroom spaces and places;

experiencing the knowledge of different cultures and cultural relationships to place; gaining a diversity of natural history knowledge; and developing community relationships and actions‖ (McKenzie, 2008, p. 366).

• Ecojustice pedagogy, bridges western scientific knowledge

with traditional ecological knowledge (TEK) through critical and relational discourse, coupled with an interdisciplinary approach to learning, helps us move beyond the binary and disconnect.

• It adds an ecological lens on social justice. In other

words, it extends values of justice to include the environment and ‗environmental racism‘ (Bowers, 2002).

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Action Competence Learning

• As an educational approach, environmental action aims not

to modify specific behaviours like recycling or saving water, but rather engages youth in planning and taking action

• n environmental issues they find relevant.
• It involves shared decision making, which occurs when

adults and youth collaborate in planning, implementing, and evaluating a project, whether the project is initiated by youth or adults.

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Environmental action occurs at the intersection of youth civic engagement and inquiry-based education

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Several examples of youth environmental action have been documented in educational practice:

• Physical environmental improvements (e.g., planting trees to stabilize

streambanks; transforming vacant lots into community gardens);

• Community education (e.g., organizing community information fairs;

producing educational media like newsletters or videos);

• Inquiry (e.g., community assessments, surveys, and mapping; scientific

experiments designed to inform or evaluate action);

• Public issue analysis and advocacy for policy change (e.g.,

researching and analyzing the environmental impacts of on-site wastewater treatment regulations and presenting policy recommendations to a state legislative committee); and

• Products or services contributing to community development

(e.g., sustainably growing food for sale at a neighbourhood farmers market).

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The EEC Model

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Education for Environmental Citizenship Pedagogical Approach

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The EEC Model

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Conclusion

• Productive and fruitful Training School
• Be familiar with the pedagogical approaches proposed
• Examine the possibility of introducing some aspects of

the Education for Environmental Citizenship in your research.

Th Thanks nks fo for your ur attent tention ion

Dr Andreas Hadjichambis ENEC, Action Chair

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References

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Environmental Education, 47:1, 19-34, DOI: 10.1080/00958964.2015.1092417

• Disinger, J. F. (1997). Environmental education‘s definitional problem. In H. Hungerford, W. Bluhm, T. Volk, & J. Ramsey (Eds.), Essential

readings in environmental education (pp. 17–32). Champaign, IL: Stipes.

• Fien, J. (2000). ―Education for the environment: A critique‖—an analysis. Environmental Education Research, 6(2), 179–192.
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